Examining Urban Teachers' Perceptions and Practices of Family Literacy Partnerships in Schools, Homes, and Communities: A Case Study

This qualitative case study examined urban teachers' perceptions and experiences of family literacy practices and partnerships in urban schools, homes, and communities during remote learning. Research shows that collaboration among schools, families, and communities can help improve overall educational outcomes and literacy development of children from linguistic and low socioeconomic backgrounds (Curry et al., 2016; Henderson & Mapp, 2002; Taylor, 1989). However, there is limited research on family literacy practices and partnerships in urban settings during remote learning. Therefore, this research explores family literacy practices and partnerships between schools, families, and communities in urban environments to help improve students' literacy development and overall educational outcomes during remote learning. In addition, this study will provide greater insight to current and future students, families, teachers, administrators, and community members, on developing ways to overcome barriers when engaging in family literacy practices and partnerships during remote learning. Using Denny Taylor's Family Literacy Theory, Bronfenbrenner's Ecological Theory, Epstein's Overlapping Spheres of Influence Model, and Epstein's Framework of Six Types of Parental Involvement support the current analysis because they focus on the socio-cultural aspect of supporting students' development. Eight teachers from the K-3 grade levels who taught literacy instruction remotely in an urban school district in the southeastern United States during the COVID-19 pandemic participated in this study. Data were collected using structured interviews, lesson plans, and video recordings of participants teaching literacy during remote learning. The researcher implemented a thematic data analysis to analyze participants' interviews. The findings of this study were presented in the following four themes: (1) parents' role in literacy learning, (2) partnerships through parental involvement, (3) value of home-school collaboration, and (4) barriers of home-school partnerships. The researcher reviewed lesson plans and video recordings of the teacher participants implementing remote learning. Suggested implications of this study are: a) school districts and school administrators should train and support urban teachers and families to develop effective family literacy practices when students are not doing face-to-face learning; b) teacher preparations program should prepare teachers with the knowledge and resources to implement culturally responsive practices so teachers can support students from different social, cultural, and linguistic backgrounds; c) teachers should recognize that racism and inequalities are still present in school, and implement practices and partnerships to ensure social justice for all students and families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]